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ECONOMICS  CIRCULAR,  No.  4.  M|,  i{  vjnivufi     APRIL,  1918. 

DEPARTMENT  OF  THE  INTERIOR, 

.  iiiMq    in      :  :  • 
BUREAU  OF  EDUCATION. 

NCIPLES  AND  POLICIES  IN  HOME  ECONOMICS 
EDUCATION.1 

I ! '  |  J 


By  HENBIETTA  W.  CALVIN,  Specialist  iri '.Home  Economics,  Bureau  of  Education. 

1 — 

sdopfi.  ''in1  ••' 

Home  economics  education  includes  instruction  in  those  subjects 
which  relate  to  home  making  and  its  coordinate  activity,  housekeep- 
ing.    It  is  prevocational  in  so  far  as  it  acquaints  the  student  with 
many  household  employments,  especial  proficiency  in  one  of  which3 
may  later  be  developed  and  become  a  wage-earning  occupation.    It 

is  vocational  to  the  extent  that  it  actually  prepares  a  student 'for* 

+•1 

effective  discharge  of  duties  within  the  home  and  gives  scientific  prep- 
aration   for   efficient    administration    of   household   affairs.     Homo' 
economics  contributes  in  large  measure  'to  general  educatibtt/Qe^mftg3 
to  accurate  perception  and  intellectual  development.    :  '*O1"  -?:'J! 

Modern  civilization  tends  to  place  upon  women  th'e'f£c^ribhi&  ^llft^8 
tions  of  consumers,  and,  to  a  less  degree  than  ii 
of  producers  of  wealth.  The  concrete  knowledge" 
materials,  estimating  cost,  and  considering 
direct  value  in  training  intelligent 
The  management,  of  a  modern  household  ftftyotflesSftifefty1  'operations 
and  demands  much  power  of  adjustment.  The  school  must  supply 
both  knowledge  and  skill.  •  •'*  bun  nooimtfu  bluorfa  vlliuo^qaj 

Home  economics,  therefore,^;fihasIiitSi''^S(*fel(lrfl^^<sc]?o^l(:^u'^iJi<?ftiR"1 
because  it  furnishes  vocatioi{ftl't*kteift^r$sHft4t  ^fcci^l^^o^f'in  which 
93  per  cent  of  all  American  worMtt)')$ftfriYalt6ly^  e^fg*ag%  $  frecause!  !itl 


gives  prevocational  training  leading  to  the  industries  in  which  the 

•     -i      -c    11  -AJ33*  jAiDs4%  V-JT  earanoD  -io  XOVT/TMAU/.,  .. 

majority  of  all  women  wage  earners  enter;  and  because  it  contributes 

to  that  £r*iffljp|UlM 

awa 


.  more  ffotailpfl  n.T.,mit  of  n  }iom»4ckot6fe^i<rojHMi  ftf  a'^Mrtio..! 
j:»17.  :N».  4>6>jyf  JtlJefUpl^«l,.8^a^fi  Ppfftaij^pl,  H^'(|ltito^,«rf' Tliv  I'uhiic  School 
System,  of  an  Franclsqq,  California.',      (Government.  Printing  Office.    Washington,   D.   C. 

pHt^  60  rfiit^-'Ji!   a"^  ^^  MoijiDfiOo  dflJ   fljiw   v'nr/    nii/oiiri   !)•-;;   anuaoi 

52314°- 18  .119 viv   «\  >I'10V/  9fb 


2  HOME   ECONOMICS   EDUCATION. 

AIMS  OF  HOME-ECONOMICS  INSTRUCTION. 

The  girl  completing  the  eight  grades  of  school  should  be  able  to 
plan,  purchase,  prepare,  and  serve  a  simple  meal  for  a  family  of 
average  size  having  a  moderate  income.  She  should  be  able  to  choose 
food  materials  with  discrimination,  recognizing  those  which  give 
adequate  food  value  in  proportion  to  the  price  asked,  and  deciding 
intelligently  the  quantities  suitable  for  the  use  of  the  family  for 
which  she  buys.  She  should  be  able  to  wash  dishes  neatly,  keep  a 
kitchen  in  order,  care  for  floors  and  windows,  make  a  bed,  and  dust 
a  room  properly.  She  should  know  how  to  use  a  commercial  pattern 
in  garment  making,  manipulate  a  sewing  machine  effectively,  and  do 
hand  sewing  neatly;  this  skill  with  needle,  machine,  and  patterns 
should  amount  to  an  ability  to  make  all  of  her  own  plain  garments. 
The  girl  finishing  the  academic  or  business  course  in  a  high  school 
should  know  all  that  has  been  listed  as  a  reasonable  attainment  for 
an  eighth-grade  graduate  and  should  not  only  have  increased  in 
skill,  but  should  have  grasped  the  fundamental  principles  relating  to 
nutrition,  personal  hygiene,  care  of  the  sick,  household  accounting, 
purchase  and  use  of  textiles,  and  dressmaking.  The  student  having 
an  opportunity  to  complete  an  entire  line  of  home  economics  in  any 
high  school  may  be  required  to  familiarize  herself  with  the  basic 
scientific  principles  concerned  in  administering  a  household.  She 
should  have  been  given  courses  in  color  and  design,  chemistry, 
physics,  biology,  economics,  and  sociology;  and  her  skill  and  dexterity 
should  have  increased  in  the  use  of  her  needle,  the  sewing  machine, 
and  all  household  utensils  and  equipment. 

Extension  courses  should  provide  opportunities  for  the  wage-earn- 
ing girl  to  complete  her  preparation  for  home  making,  and  for  the 
housekeeper  to  perfect  her  skill  in  discharging  household  duties  and 
her  understanding  of  the  reasons  for  methods  used  in  household 
tasks. 

Especially  should  afternoon  and  evening  courses  offer  instruction 
relating  to  the  careful  purchase  and  use  of  household  supplies,  since 
the  financial  safety  of  the  family  so  largely  depends  upon  the  efficient 
management  of  the  family's  income. 

ADAPTATION   OF   COURSES   TO   SPECIAL   NEEDS. 

No  rigid  course  in  home  economics  can  be  planned  that  may  be 
applied  to  all  sections  of  a  large  city.  All  courses  in  home  economics 
should  be  adapted  to  the  needs  of  the  communities  in  which  these 
courses  are  offered.  The  end  attained  should  be  the  same,  but  the 
means  used  should  vary  with  the  condition  of  the  neighborhood 
where  the  work  is  given. 


HOME   ECONOMICS   EDUCATION.  3 

From  the  poorer  sections  in  the  cities  the  children  of  foreign 
parentage  are  often  older  than  the  average  student  in  their  grades, 
and  since  many  of  them  leave  school  before  completing  the  eighth 
grade,  and  since  also  they  are  particularly  appreciative  of  the  prac- 
tical phases  of  education  and  thereby  may  be  induced  to  continue  in 
school,  it  is  usually  necessary  to  adjust  the  home-economics  course  to 
meet  their  conditions  and  to  stress  the  practical  phases  of  the  work. 
In  sections  where  the  children  usually  continue  throughout  the  ele- 
mentary grades  and  enter  the  high-school  courses,  a  home  economics 
elementary  school  course  somewhat  less  intensive  may  be  best  adapted 
to  their  needs.  This  latter  course  may  logically  lead  directly  to  the 
high-school  courses  in  the  same  subject  and  be  so  arranged  that  the 
one  becomes  the  basis  of  the  other. 

Every  girl  in  the  city  high  schools  should  be  required  to  pursue 
one  year  of  home  economics.  This  course  should  be  equivalent  to  a 
full  unit1  of  work  and  is  most  effective  if  it  consists  of  two  recita- 
tion periods  and  three  double  periods  for  laboratory  each  week.  This 
course  meets  the  needs  of  the  students  in  the  courses  leading  to  uni- 
versity entrance,  and  of  those  who  pursue  such  vocational  courses  as 
are  offered  in  the  business  high  school  and  trade  high  schools. 

Elective  home-economics  courses  should  be  in  every  high  school 
except  business  and  similar  vocational  schools,  while  specialized  voca- 
tional home-economics  courses  should  be  offered  in  one  or  more 
high  schools  in  a  large  city. 

Specially  adapted  courses  of  home  economics  designed  to  meet 
the  natural  limitations  of  the  blind,  deaf,  or  mentally  subnormal  are 
an  essential  unit  of  all  large  city  school  systems.  Deaf  children  be- 
come expert  in  any  or  all  household  activities  and  through  these 
courses  may  be  led  to  vocational  courses  affording  agreeable  occupa- 
tions and  assuring  adequate  self-support. 

These  variations  and  adaptations  of  courses  do  not  indicate  that 
each  teacher  is  to  plan  her  own  work  or  modify  the  course  given; 
on  the  contrary,  it  means  definitely  and  carefully  planned  courses 
which  are  consistent  throughout  and  which  lead  the  student  to  a 
predetermined  goal  in  her  training  by  methods  adjusted  to  social  and 
economic  needs.  ' 

Classes  in  food  preparation  should  be  established  for  boys  of  the 
sixth,  seventh,  and  eighth  grades.  If  time  can  not  be  found  for  these 
during  the  usual  school  hours,  they  should  be  offered  at  hours  con- 
venient for  the  boys.  While  these  courses  are  approved  for  all  school 
systems,  they  are  particularly  needed  in  the  cities  of  the  Pacific 
Coast  States,  where  so  many  boys  go  into  camps  of  various  kinds 
during  the  summer  months. 

*  Equivalent  of  a  five-hour  rourse  carried  through  one  entire  yi'.-ir. 


41  HOMsE   ECONOMICS   EDUCATION. 

CONTENTS  -OF  COURSES  i  IN  HOME  ECONOMICS, 

,4,  satisfactory  .home-economics  course  .incjud.es  lines  of  work  in 
seeing  and  garment  making,  in  costume  design  and  dressmaking,  in 
c  Jor  and  design,  in  house  furnishing,  in  marketing  and  food  prepa- 
ration, in  elementary  dietetics  and  food  service,  in  home  sanitation 
and,  the  .care  of  the  house,  in  laundering  and  housewiiery,  in  house- 
hoj,d,  accounts  and  home  administration,  and  in  personal  hygiene  and 
the  home  care,  of  the  sick. 

The  foundation  for  the  .home-economics,  instruction  is  laid  in  the 
prjLmary  schools  duping  the  .first  four  rears  when  the  child  has  been 
tinned  in  the  manipulation  of  materials  through  woik  in  paper, 
cardboard,  textiles,  basketry,  weaving,  and  drawing.  It  is  sup- 
plemented in  the,  elemen^ry.  schools  by  the  training  in  art  and  ,  by 
the,  coordinated  work  in  language,  geography,  arithmetic,  elemen- 

^a-^:^clence;  e^c- 

In^hig.h  schools  the  science  .courses  in  chemistry  r  physics,  botany, 
ba.cjt$r\9logy,  and  zoology,  and  the;  art  courses  in  color  and  design 
sl^oui^U^ftCm  the  basis  of  the  courses  given  in  the  home-economics 
department 

tS.ev.eral  types  of  home-economics  continuation  courses  are  needed 
in,,all  school  systems.  Of  primary  importance  are  courses  designed 
for  ijprejgn^motjiers  who  need  instruction  that  will  enable  them  to 
adjust  their  mode  of  life  to  their  ahrnged  environment.  These 
courses  must  .emphasize,  lipme  sanitation,  the  intelligent  purchasing 
of  textiles,  ^nd  clothing,  (  and  especially  should  these  courses  assist  in 
familiarizing  the  mothers,  rw,ith  American  schools  and  ci  eating  among 
them  sympathetic  interest  in,  school  activities. 

Almost  all  home  makers  desire  to  extend  their  knowledge  in  the 
arts  and  sciences  related  to  hqni^  administration.  For  all  desiring 


find  school  courses  open  to 
her  during  liei  Jeisure  hours,  ^herein,  she  could  prepare  herself  for 
eficjen^^aini^ation  qfj^er  l^ur^jj^Qflip  and  also  enable  her  to 
improve  her  present  iiving  ,co,n4\ti«n^ntlmt  she  may  be  more  ade- 
quately nourished,  more  satisfactorily  clothed,  and  mort  capable  of 


.The  needs  of  the  girl  ^vho^s  drop^^pu^jp^jSchpol  and  remains 
at  ?home  should  not  be  overlooked. 

COURSES    OF    STUDY. 

• 
A.  Time.—  Elementary-school  .hoi^e,-eeQnomics  instruction  should 

begin  in  the  fifth  grade.  Through  this  grade  and  the  sixth  grade 
the  oubject  should  be  given  four  45-minute-periods  of  student  time 
per  week  ;':  through  the  soverith  :and  eighth  grades.'  from''  seven  to 


HOME   ECONOMICS   EDUCATION.  .'5 

nine  j^minute-  periods  per.  week  should  be  =  the  minimum  for  home- 
econo.mies?  instruction.  .  The  dS^aninute  periods  should  be  grouped  eo 
.•that  the-  actual  work  -shall  be  $Q  minutes  twice  each  week  ;for  fifth 
and  sixth  -grade  children.  It  is  possible,  'with  the  .usual  arrangement 
.^jfi  school  schedules  :to  aruanger  two  classes  of  this  type  before  the 
noon  recess'  and  two  classes  in.  the  aftecnoon.  :<;  .• 

The  seventh  and  eighth  grade  students  should  report  to-'honve- 
eeonomics  wojk  in  half-day  periods  twice  oar  three  ;times  per.  woek. 

Two  of  the  eight  periods  in  the-  ninth-grade  work;  should  be  giiven 
t#  recitations^  and.;  laboratory  -.^classes'  should<;be  arranged/  for  lithree 
double  periods  each;  week  Selected;  groups  of  i  children  in  the  fifth, 
sixth,  seventlVJind  eighth.  grades  cans  i  with  advantage  spend:  -from 
one4hird  to  one-half  ofctheiar-  erctirev  school:  homrgsitt  these? 


High7achooL^irds  shouldrbe  able  to  elect/  courses  in  home  'economies 
and;  eclated  'Seienees:Utp  to  one-half  of  th©ir  entire  ;soh*ool  timei.'Mnmr: 

B.  Details  of  home-economics  efi»irses>i*fi)the  elementary  grades;:-,' 

Fifth  grader^-  Hougewilery'-once*  ea«h  week  throughout  the  ;year. 
Sewing  twice  a  week  for  one  sterm.  i  Coofeiwg;  twice  '  ft  week  the.'secoiwi 
term^  <  •  The  .housewifery  will,-  include  •  bed  making,  sweeping,  .-dusting, 
table  setting,  care  of  -silver,  dish  washings,  and;care  of)  table-linen, 
window  ..draperies,  etc.  ^  ,::»{••  :u  »injniiiji«r  aiJTtu  ;-;>nmin  jff>!>'  ''. 

The,  sowing  should  inchide-iboth-  hand-sewing  smdithsevuse'oiithe 
email  conutnereiai  ipattern.:  :,The  articlessmade  must  berof  actual<usfe, 
but  should  be  small  enough  to  be  finished  before  the  child  becomes 
•Weary  of,  ^themsfajj  ;»K:  i-  jiturv  .MJ-J  ":i  I.HHJ  MI"'  \  \  kti 

The  cooking,  (*?ilL;be,of  the.  .seaqjl  individual  recipe^  sipce  at  'this 
time  tiie  child's^ands  do,rw>t..pen»dt  <rf  thftiusetof  larger  iutensils-or 
greater  quantities-  of  materials.  -n  -;\>,iu  i  -M.  itwiiwti 

/Sixth  grade.  —  One-half  year  in  sewing.  and  )one-half  ,yeaiT  in  cook- 
ing. Tlje  sewing,  should  ;  consist  o*f  three  lessons  per  week  of  about 
one  hour  each;  the  cooking  of  (t\jKO  lessons  each  week^f  ftboutjiWBVe 
and  one-half  hours.  .  -un 

Doth  the  cooking,  ,a,nd  the  sewing  should  be  a  logical  continuation 
of  the  instruction  given  in  the  preceding  grade,.  .awM^  bo-tlji  g^r^ss 
may  be.  placed  upon  the  purchase  and  ecpnornjqal  upe  of  materials 
and  upon  the.  comparative  value  pf^jffersnt  t^pes  -AV^bl^MiM'p 
opportunity  .-liould  b«  overlooked  tor  instructing  m  habits  of(iper- 
sonal  neatness  and  quiet  orderliness.,  The  use  .of  tl^e;  sewing.  machine 
will  be  introduced  in  this  grade.  ..)},;,?i  i\  .-/.u  MI;.  ;i  ^ 

Seventh  and  eightfi  gra.dc.fi.  —  Qf  i;the,,time,  spent  jn-  hom«  ecoBomics 
by  the  seventh,  and,,  eightlvSra^  gJF^  at  least  onenfifAh  should  ibe 
devoted  to  rftC^a^n,  periods,  -in-  which  the  subjects  of  ,  food  produc- 
tion. J'ood  ('C(jjjoiuics.  home  sanitaMoJftj  m^  r  keying,  home  managomenib, 
house  furnishing,  choice  of  textiles,  etc.,  are  arranged  in  progressive 


6  HOME    ECONOMICS    EDUCATION. 

order.  All  cooking  done  in  the  food-preparation  classes  should  be 
with  family-sized  quantities.  Meal  service  should  be  emphasized 
daily  and  use  made  of  the  food  cooked  by  service  to  teachers  as  a 
noon  lunch,  by  supply  of  penny  lunches,  by  use  in  the  school  lunch 
room,  by  special  meals  for  the  anemic  and  tubercular  children,  and 
occasionally  by  sale  of  products  to  the  children  or  to  friends  of  the 
school. 

The  instruction  in  housekeeping  and  home  sanitation  must  be  ap- 
plied directly  to  the  care  of  a  practice  house. 

The  sewing  must  lead  not  only  to  garments  made  by  the  girls,  but 
to  lessons  in  the  selection  of  materials,  with  attention  directed  to 
suitability,  durability,  economy,  and  real  beauty.  To  attain  this  in 
garment  making,  dressmaking,  and  elementary  millinery,  the  closest 
of  cooperation  must  exist  between  the  department  of  art  and  the 
department  of  home  economics.  No  course  in  home  economics  is 
complete  without  arrangements  for  visits  to  stores,  markets,  manu- 
factories, and  to  houses  under  construction. 

The  principles  and  processes  learned  during  the  previous  year  in 
housewifery  should  be  applied  in  the  food -preparation  classes. 

There  must  be  a  logical  sequence  of  work  and  a  certain  amount  of 
previous  study  required  as  preparation  for  each  class  session. 

Fifteen  minutes  at  the  beginning  of  each  lesson  used  in  group  in- 
struction will  make  the  work  much  more  effective  than  it  is  when  stu- 
dents are  allowed  to  begin  work  immediately  upon  entering  the 
rooms. 

Ninth  grade. — The  ninth  grade,  which  is  the  upper  grade  of  the 
junior  high  school,  or  the  first  grade  of  the  present  type  of  high 
school,  may  well  complete  the  home-economics  course  for  the  girl 
preparing  for  a  business  career  and  for  the  girl  reasonably  sure  of 
entering  a  college  or  university. 

Not  less  than  eight  hours  per  week  should  be  given  to  home  eco- 
nomics throughout  this  year.  Theory  should  be  stressed  while  the 
increase  of  technical  skill  is  not  neglected. 

The  food  preparation  taught  in  high  schools  should  emphasize 
speed  and  efficiency  and  business  management  applied  to  the  house- 
hold. No  high  school  can  install  a  satisfactory  course  in  home  eco- 
nomics that  does  not  offer  opportunity  for  the  student  to  care  for 
rooms  in  a  housekeeping  apartment,  care  for  household  linen  and 
supplies,  cook  and  serve  real  meals  at  moderate  cost,  and  assume 
responsibility  in  the  use  of  money. 

In  all  high  schools,  excepting  only  the  ones  devoted  to  a  commer- 
cial course  or  other  really  vocational  course,  elective  courses  in  ad- 
vanced dressmaking,  advanced  food  preparation,  human  nutrition, 
elementary  dietetics,  care  of  the  sick,  care  of  children,  and  house- 


HOME   ECONOMICS   EDUCATION.  7 

hold  furnishing  and  home  administration  should  be  offered.  In  all 
these  the  theory  underlying  the  practice  should  be  stressed. 

Continuation  courses. — The  short-unit  course  of  10  or  12  lessons  is 
especially  to  be  recommended  for  all  continuation  courses  for  house- 
keepers and  mothers.  It  is  often  inconvenient  for  a  mother  to  enroll 
in  and  attend  a  course  of  one-half  year's  duration,  while  it  is  entirely 
possible  for  her  to  take  a  course  of  five  weeks  with  lessons  twice 
each  week,  upon  some  phase  of  home  economics  work  which  is  of 
especial  interest  to  her. 

These  short-unit  courses  should  be  arranged  in  logical  sequence, 
and  this  same  consistent  development  should  extend  into  a  second  or 
even  third  year  course  of  study,  and  may  well  result  in  the  earning 
of  a  certificate  at  its  close. 

Continuation  courses  in  home  economics  which  are  intended  for 
employed  young  women  should  be  of  one-half  year  length  and  may 
with  advantage  receive  high-school  credit  for  work  of  high-school 
grade. 

Correct  classification  of  continuation  students  in  these  afternoon 
and  evening  classes  is  necessary.  Not  always  the  instruction  that 
the  student  wants,  but  that  of  which  she  is  prepared  best  to  make 
use,  should  be  assigned  her. 

Unit  courses  for  continuation  classes  are  suggested  as  follows :  In 
foods — vegetable  cookery,  meat  cookery,  bread  making,  inexpensive 
desserts,  marketing,  etc.  In  clothing — children's  undergarments; 
children's  outergarments ;  dyeing,  cleaning,  and  making  over  gar- 
ments for  children;  making  wash  dresses;  handwork;  household 
supplies,  etc.  Similar  unit  courses  should  be  arranged  in  the  care 
of  the  sick,  sanitation  of  the  household,  household  accounting,  house 
furnishing,  etc. 

The  longer  courses  for  employed  young  women  should  follow 
closely  the  regular  courses  of  the  schools.  Since  one  out  of  every 
three  young  women  is  a  wage  earner  between  her  fifteenth  and  twen- 
ty-fourth years,  and  since  a  majority  of  these  are  employed  in  pur- 
suits evolved  from  employment  formerly  carried  on  within  the 
home,  it  is  desirable  that  the  prevocational  function  of  home-eco- 
nomics courses  should  not  be  at  any  time  overlooked. 

Supervision  and  instruction  in  home  economics. — To  administer 
properly  the  various  courses  in  home  economics,  there  must  be  one 
director.  To  her  must  be  given  authority  to  organize  and  direct  all 
phases  of  this  subject  in  the  entire  school  system.  Only  by  thus 
centralizing  authority  and  responsibility  can  a  consistent  and  pro- 
gressive program  for  home-economics  instruction  be  maintained.  In 
all  large  cities  the  director  of  home  economics  will  need  assistants, 
and  she  should  be  given  as  many  as  are  needed  to  administer  the  work 


"8  HOME   ECONOMICS   EDUCATION. 

satisfactorily.     To  the  .assista-nt  director,  or  supervisors,  responsi- 
bility should  be  given  for  certain- phases, of  the  instruction. 

To  the.  director  should 'be  delegated  the  authority  .to  nominate  her 
assistants  and  the  teachers, on  the- .home-economics  staff.    Upon  , the 
director : will  .natu-rally  fall  the  authority  to  organise  the  courses  jn 
.home  economics-  in  elementary  schools,  in  high  .schools,  in  night 
schools,  :and  in  any  special  schools. that  n>ay  jbp-  established.    She  will 
detail  the  teachers  to  work  in  the  parts  of  the  city  where  their  sefv- 
ioes  will  be  most  adapted  to  the  needs  of  the -locality.    She  will  ,hold 
councils  to  which  will  come;  all  teacheps  of  home  economics  from  all 
•i types- of  schools  under  city  control,  and  she  will  help  in  all  com- 
munity .-matters  in  which  women's,  organizations  are -interested. 

If  she  be  worthy  of  the  position  as  a  guide  to  the  development  of 

v the  children  she  will  certainly  be  , worthy  of  trust  in  the  material 

t  growth  of  .the  department  in  her  .care ;.  hence,  she  will,  be  recognized 

.  by  the  school  architect  as  one  to,  be  consulted  before  the. completion 

of  the  final  plans  for  buildings,  and  considered  by  the  committQ&  of 

the  school  board  as  one  to  be  intrusted  with  the  selection  and  pur- 

;  chase  of  school  equipment  and   supplies.     The  assistants  will  be 

women  in  sympathy  with  their  superior  officer,  and  especially  adapted 

to  their  work.     One  of  the  most  important . of  the^e .assistants .will 

be  the  one  in  charge. of  afternoon  and  evening. classes. 

The  director -of  home  economics  should  be  a  .woman  of  broad  cul- 
ture, with  thorough  training  in  home  economics.  That  she  have 
•executive  ability,  business  sense,  tact,  physical  strength,  and  an  agree- 
able personality  is  absolutely  essential,  since  she  must  administer  her 
office,  delegate  duties  to  assistants  and  teachers,  establish  cooperation 
with  various  social  and  philanthropic  organizations  in  her  city,  main- 
tain cooperative  relations  with  the  various  school  principals,  secure 
the  support  and  sympathetic  advice  of  intelligent  home  makers, 
mothers,  club  women,  business  women,  teachers,  and.  social  workers, 
and  transact  efficiently  the  .business  affairs  of  her  department.  It  is 
also  desirable  that' she  be  able  to  speak  agreeably  before  clubs  and 
various  educational  and  business  associations.  She  must  have  had 
teaching  experience  before  assuming  the  more  difficult  position  of 
director,  and  if  added  to  these  qualifications  she  has  had  experience 
•  in  the  conduct  of  a  home,  her  value  to  the  community  will  make  her 
.M  worthy  of  an  adequate  salary  and  such  clerical  help  as  will  relieve 
her  of  routine  office  work  and  leave  her  free  to  advise  with  her 
assistants  and  teaching  force  and  cooperate  with  the  other  socializing 
factors  of  the  community. 

The  assistant  should  have  most  of  the  qualifications  expected  of 
,  the  director.  If  one  is  to  have  supervision  of  extension  courses,  it 
rwill.be  well  if  she  be  a  woman  with  especial  experience  in  the;  actual 


HOME   ECONOMICS   EDUCATION.  9 

administration  of  a  home,  and  if  to  .this; she  has  added  trade  experi- : 
ence,  her- value  to  the  schools  will  be  greatly  increased.  High-school 
teachers  of  home  economics  should  be  required  to  be  graduates  of 
four-year  home-economics  courses  in  standard  colleges  or  universi- 
ties. Elementary  school  teachers  of  home  economics  should  have  had 
at  least  the  equivalent  of  a  two  years*'  normal  school  course  in  home 
economics  based  upon  completion  of  a  four-year  high-school  course 
of  established  standards.  Night  school  and  other  continuation  course . 
teachers  should  be  chosen  with  extreme  care.  Trade  experience,:: 
home  experience,  teaching  experience,  and  special  preparation  for 
teaching  home  economics  are  all  desirable  qualifications,  and  none  of 
these- should  be  overlook"d.  It  is  not  sufficient  that  these  teachers 
know  their  .subject  both  theoretically  and  practically;  they  must  also 
have  received  pedagogical  training  which  enables  them  to  impart 
information  and  understand  the  psychology  of  the  mature  student 
and  the  temperamental  condition  of  the  employed  girl. 

Since  the  corps  of  home  economics  teachers  changes 'frequently  in: 
all  schools,  much  instruction  of  teachers  and  careful  supervision  is 
neessary  if  a  high  quality  Of  teaching  is  to  be  maintained. 

Where  it  becomes  necessary  to  require  room  teachers  to  teach  i 
home-economics  subjects  these  teachers  should  be  prepared  for  this 
added  burden,  and  such  time  as  is  necessary  for  them  to  be  prepared 
should  be  grunted  to  them  and  compensation  for  this  extra  prepara- 
tion should  be  provided.  Grade  teachers  giving  home-economics 
instruction  should  become  a  portion  of  the  home-economics  staff  in 
so  far  as  necessary  supervision  extends. 

There  is  no  question  that  better  work  can  be  done  in  home  eco- 
nomics when  special  teachers  are  employed  for  all  instruction  of  this 
type,  but  if  the  financial  condition  of  the  city  will  not  permit  of; 
adequate  school  support^  then  some  of  the  sewing  can  be  taught  by 
grade  teachers.  The  average  grade  teacher  is  herself  •  too  often 
unskilled  in  the  use  of  the  needle  and  must  be  carefully  taught  before 
she  can  teach ;  moreover,  she  is  often  not  interested  in  industrial  edu- 
cation of  any  type  and  considers  the  added  burden  of  equipping  her- 
self for  teaching  sewing  an  imposition.  Therefore  it  is  advisable  for 
many  reasons  to  provide,  whenever  possible,  special  teachers  in  home-' 
economics  for  all  'classes. 

The  successful  teacher  of  home  economics  must  not  only  know  her 
subject  and  be  familiar< with  the  better  methods  of  giving  instruc- 
tion, but  she  must  also  know  the  local  conditions  existing  in  the 
neighborhood  wherein  she  teaches.  There  is  no  quick  process  by 
which  she  can  familiarize  herself  with  the  status  of  the  homes  from 
which  the  children  come,  nor  can  she  suddenly  induce  the  mothers  of; 
the  community  to  cooperate  witii  her  in  developing  a  spirit 'of  home 


10  HOME   ECONOMICS   EDUCATION. 

making  hi  the  girls  of  her  classes.  Long  terms  of  service  are  there- 
fore desirable,  and  every  encouragement  possible  should  be  given 
the  teachers  in  their  efforts  to  grasp  their  opportunities  to  improve 
the  living  conditions  of  those  among  whom  they  teach.  In  the 
foreign  sections  of  the  city,  and  in  the  less  prosperous  localities,  no 
more  profitable  use  of  one  afternoon  each  week  of  the  time  of  the 
home-economics  teacher  could  be  made  than  in  visiting  the  homes  of 
the  girls  in  her  class  or  in  meeting  the  mothers  of  these  girls  at  the 
school  or  in  the  settlement  house. 

School  authorities  should  not  fail  to  encourage  by  all  available 
means  further  study  by  their  teachers,  and  they  should  make  possible 
pursuance  of  graduate  courses  and  attendance  at  summer  schools. 

LIMITATION  OF  NUMBERS  IN  HOME-ECONOMICS  CLASSES. 

No  teacher  in  the  elementary  or  high  schools  should  be  permitted 
to  enroll  more  than  20  students  in  a  laboratory  class  in  either  food 
preparation  or  garment  making.  Extension  class  teachers  can  not 
properly  instruct  more  than  15  pupils  in  any  one  class.  If  a  strong 
teacher  is  given  an  inexperienced  assistant,  the  two  together  can  in- 
struct 25  students  in  extension  classes. 

Extension-class  students  are  less  used  to  receiving  class  instruc- 
tion and  enduring  necessary  class  restraint  and  are  more  unevenly 
graded  than  are  regular  school  pupils.  They  are  often  weary  from 
the  work  of  the  day  and  consequently  require  more  individual  atten- 
tion from  the  teacher  in  charge.  For  these  reasons  all  classes  for 
adult  students  should  be  kept  down  to  the  number  above  given. 

Lecture  and  recitation  classes  may,  if  necessary,  be  extended  to 
include  30  students,  but  all  in  excess  of  20  will  tend  to  weaken  the 
discipline  of  the  class  and  decrease  the  efficiency  of  the  instruction 
given.  Classes  arranged  for  the  unusual  student,  students  of  over 
age,  of  special  economic  need,  of  subnormal  girls,  of  mutes,  or  of 
those  not  thoroughly  familiar  with  the  English  language  should  be 
limited  to  12  pupils,  and,  under  certain  conditions,  reduced  to  8. 

This  limitation  of  home-economics  classes  can  be  conveniently  ar- 
ranged in  the  elementary  schools  if  the  teacher  of  the  room  from 
which  the  girls  come  be  made  an  assistant  to  the  regularly  employed 
home-economics  teacher  for  the  period  in  which  her  students  are  in 
the  laboratory ;  and  it  also  is  easy  of  accomplishment  if  large  classes 
can  be  divided  between  the  teachers  of  food  preparation  and  the 
teachers  of  garment  making. 

Further  discussion  of  details  of  departmental  administration  is 
unnecessary,  since  a  capable  supervisor  receiving  the  cooperation 
and  assistance  of  school  principals  and  room  teachers  will  find  the 
solution  for  overcrowding  that  is  best  adapted  under  her  local  con- 
ditions. 


UC  SOUTHERN  REGIONAL  LIBRARY  FACILITY 

HOME   ECONOMICS   EDUCA 

A    001  139  353     5 
BUSINESS  ADMINISTRATE 

The  business  transactions  necessitated  by  the  maintenance  of  a 
department  of  home  economics  are  somewhat  complicated  and 
laborious. 

Staple  supplies  for  food  lessons  may  be  bought  in  quantity,  but 
the  perishable  food  materials  should  be  purchased  as  needed  and  by 
the  local  teacher.  This  gives  opportunity  for  the  teacher  to  acquaint 
herself  with  local  market  conditions  and  also  makes  it  possible  to 
instruct  the  children  in  marketing. 

Equipment  should  be  selected  by  the  director  after  conference  with 
the  teachers. 

The  sale  of  products  increases  responsibility  and  bookkeeping,  but 
the  benefit  derived  by  the  students  in  handling  larger  quantities  and 
assisting  in  business  affairs  more  than  justifies  methods  making  this 
necessary. 

LABORATORIES   AND   EQUIPMENT. 

Rooms  in  which  food-preparation  lessons  are  taught  should  be 
sanitary  in  every  respect — well  warmed,  well  ventilated,  well 
screened,  well  supplied  with  hot  and  cold  water,  furnished  with 
properly  laid  and  finished  floors,  and  well  provided  with  good  cook- 
ing tables,  sinks,  ranges,  and  cooking  utensils.  A  kitchen  of  this 
type  should  have  light  and  attractive  wall  finishes,  ample  black- 
board space,  good  cupboards,  and  cool  storage  closets.  The  seats  for 
the.  children  should  be  comfortable.  Exhibit  material  should  be 
abundant.  Since  some  valuable  exhibit  material  is  expensive,  it 
should  be  arranged  so  as  to  be  conveyed  from  school  to  school. 

The  large  laboratory  in  which  cooking  instruction  is  given  becomes 
a  place  where  much  is  taught  with  little,  but  food-preparation  train- 
ing should  never  end  in  that  type  of  room ;  it  may  begin  there.  Home 
economics  to  be  at  its  best  must  be  given  within  a  home.  This  "  prac- 
tice "  home  should  be  similar  to  the  best  type  of  home  possible  for 
the  families  from  which  the  school  children  of  that  neighborhood 
eome.  It  may  be  a  little  frame  house  of  but  three  rooms  and  a  bath ; 
it  may  be  in  all  respects  like  a  city  apartment;  or  it  may  be  a  house 
with  cellar,  yard,  garden,  and  chicken  pens.  Of  its  kind  it  must  be 
good,  sanitary,  economical,  and  in  good  taste.  If  it  meets  all  these 
requirements,  it  becomes  a  bond  between  the  home  of  the  child  and 
that  child's  school  life. 

School  practice  houses  are  in  actual  use  in  many  cities.  Sometimes 
houses  have  been  built,  sometimes  cottages  have  been  rented,  and 
sometimes  attics  or  basements  have  been  modified  which  would  have 
otherwise  been  waste  room.  The  "  practice "  house  supplies  the 
kitchen  of  family  size,  where  two  or  four  girls  can  work  with  ease 


12  HOME   ECONOMICS   EDUCATION. 

and  effectiveness,  where  labor-saving  devices  may  be  used  and  labor- 
saving  methods  practiced.  It  affords  a  dining  room  in  which  meal 
service  can  bo  taught  under  normal  living  conditions  and  where 
standards  of  simple  good  taste  and  cleanliness  can  be  established; 
it  makes  practical  housekeeping  instruction  possible,  and  it  makes 
the  teaching  of  home  nursing  practicable. 

Too  much  of  the  sewing  taught  in  schools  appeals  only  to  the 
girl's  love  of  personal  adornment.  The  "  practice  "  house  makes  the 
sewing  upon  house  linens,  draperies,  and  bedding  possible,  and  offers 
an  opportunity  for  utilizing  the  products  of  classes  in  rug  weaving 
and  other  handicrafts. 

Laundries. — Since  much  home  laundering  must  be  done  in  all 
neighborhoods,  there  should,  where  practicable,  be  laundry  equip- 
ment in  the  school. 

Where  it  is  possible  to  secure  teachers  who  have  sufficient  tact  and 
ability  to  establish  cooperative  relationships  with  the  homes  of 
children,  it  may  be  possible  to  grant  credits  for  work  done  in  the 
home  under  the  supervision  of  such  a  teacher,  but  full  teaching  serv- 
ice within  the  school  can  not  be  expected  from  a  teacher  so  occupied, 
and  under  no  circumstance  is  it  recommended  that  credit  be  given 
for  unobserved  home  work.  Home  practice  of  school  exercises 
should  be  required  and  acquired  proficiency  should  be  recognized, 
but  definite  credit  for  unobserved  home  work  is  not  conducive  to 
either  high-grade  work  or  honest  reports. 

SUMMARY. 

Adequate  provision  for  training  young  girls  and  women  necessi- 
tates : 

(1)  Strong  courses  in  home  economics  well  organized  and  adapted 
to  the  varying  needs  of  the  students  for  whom  these  courses  are  de- 
signed. • 

(2)  An  effective  organization  of  an  adequate,  well-prepared,  lib- 
erally paid,  and  not  overworked  instructional  corps. 

(3)  Kindly  cooperation  maintained  between  principals  of  schools', 
teachers  of  academic  subjects,  local  organizations  of  citizens,  busi- 
ness men,  and  the  teaching  force  interested  in  home-economics  in- 
struction. 

(4)  Suitable,  satisfactory,  and  sanitary  rooms,  modern  and  adequate 
equipment,  correct  adjustment  of  the  business  affairs  of  the  depart- 
ment of  home  economics,  and  the  correlation  of  the  department  of 
home  economics  with  the  activities  of  the  child  in  her  home. 


WASHINGTON  :  GOVERNMENT  PRINTING  OFFICE  :  1918 


